Results Library

Pearson digital solutions support and extend teaching and learning in pursuit of defined learner outcomes. This searchable collection of case studies documents implementation results and educational best practices in a range of learning environments. Browse educator-provided evidence below. Learn more about how you can share your results.

MyLab Math with MyLabsPlus in Contemporary Math

Despite more than tripling enrollments in one semester and experiencing a subsequent drop in ABC rates, success rates rebounded quickly and increased to a never-before-seen rate of 84 percent in Fall 2015, up 8 percentage points from 75 percent in Fall 2012 (baseline semester).

MyLab IT educator study explores impact of assignments on Capstone Grader Projects and exam scores in Business Computing course

Data indicate strong, positive correlations between MyLab IT Simulation Trainings and MyLab IT Grader Projects, between MyLab IT Grader Projects and Capstone Grader Projects, and between MyLab IT Grader Projects and exam scores, suggesting positive relationships exist between successive course assignments.
Students who earned Grader Project scores 90 percent or greater had exam scores an average of 14 percentage points higher than students who earned Grader Project scores less than 90 percent. Over 90 percent of student survey respondents reported they were able to use the Word and Excel skills learned from MyLab IT in real-life situations during the course of the semester.

MyLab IT educator study examines impact on test scores

Students with an overall MyLab IT score of 70 percent of higher had average test scores 29 percentage points higher than students with an overall MyLab IT score of less than 70 percent. 88 percent of student survey respondents said they were able to use the Word skills learned from MyLab IT in real-life situations (another course, a job, internship, etc.) during the course of the semester. Assigning MyLab IT Simulation Trainings in advance of class time facilitates the flipped classroom environment preferred by Professor Umrah.

Learning Catalytics - University of Hertfordshire

Learning Catalytics (LC) was used in September 2016 with two groups of students studying the same module
at the University of Hertfordshire. Group 1 had responses from 20 students and Group 2 had 10 responses. The survey was optional and anonymous, designed in order to understand more about how students used the resource, how useful it was and whether it would be welcomed on more modules.

MasteringMicrobiology educator study reports on implementation of a pre- and post-test

This study is a great example of how to successfully integrate digital resources into a course. The results clearly show a correlation between using MasteringEngineering and better student performance on the course. It also points to ways in which using the Mastering assignment results early on could support student success.
From the report: "Students who performed better on Mastering, performed better in both coursework and course exams. Spotting lower performing students earlier allows for earlier support to be given to potentially struggling students. Spending more time on the resource showed a positive correlation with gaining better course marks. Mastering Engineering scored 8.2 out of 10 in answer to the question ‘How likely are you to recommend MasteringEngineering to another student."

Students who passed the course spent significantly more time using MyWritingLab and also completed more of the topics that were assigned to them. The correlation between the number of topics completed in MyWritingLab and students’ final essay score was moderately strong.

MasteringA&P educator study explores student experience

Students who participated a study provided positive feedback via student surveys, with participating students saying they are likely to recommend Mastering to a friend or colleague. Student comments provided insight into their experience which helped educators understand what impact Mastering had on the time spent working outside of class.

Despite large enrollments, the instructor was able to add required homework because of Mastering Oceanography’s automatic grading and feedback, which allowed her to monitor student performance on a regular basis and help students evaluate their own understanding. Data indicate that the group of students who attempted a higher number of Mastering Oceanography homework assignments had higher test averages than students who attempted less homework.

When Rimland utilized the Revel Performance Dashboard to monitor student performance and inform instruction, average student exam and final research paper scores were the highest recorded since data collection began in Fall 2012.

Oakton Community College's Elementary Plane Geometry course is lab based, utilizing a classroom instructor and MyMathLab. For the study period, the overall pass rate for students completing the course was 98 percent, with nearly 22 percent of those students earning final grades of at least 90 percent.